We previously proposed a hypothetical learning progression around the disciplinary core idea of the Solar System and its formation as a first step in a research program to begin to fill this gap and address questions of student learning in this domain. In this study, we evaluate the effectiveness of two dimensions within the learning progression, dynamical properties and gravity, in describing change in how student reason in the domain across the course of their 14‐week astronomy unit. A sample of sixth‐grade students (N = 24) were interviewed before and after instruction. We compared changes in how students explained the dynamic properties of planets and the role of gravity in the Solar System to their experiences during instruction. Our findings provide evidence for the usefulness of this learning progression in describing how students' explanations may progress, offer insight into how instruction may support that progress, and highlight the challenges in drawing conclusions on how students' explanations may progress when limitations are identified in instructional experiences. We also discuss the connection between these two construct maps but also point out what appears to be a missing element in our original definition of the learning progression: inertia.

中文翻译：

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评估太阳系的学习进度：沿重力和动力学特性维度的进度

之前，我们围绕太阳系的学科核心思想及其形成提出了一种假设的学习进展，作为研究计划的第一步，旨在填补这一空白并解决该领域的学生学习问题。在这项研究中，我们评估了学习过程中两个维度（动力学性质和引力）的有效性，以描述学生在其14周天文学单元的整个过程中域内推理方式的变化。六年级学生样本（N = 24）在接受指导之前和之后进行了访谈。我们比较了学生在教学过程中如何解释行星的动力学特性以及重力在太阳系中的作用的变化。我们的发现为这种学习过程的有用性提供了证据，以描述学生的解释可能如何发展，提供对教学可能如何支持该进展的见解，并突出了在得出结论时得出的挑战，即当在教学中发现局限性时学生的解释可能会如何发展经验。我们还讨论了这两个构造图之间的联系，还指出了在我们对学习进程的最初定义中似乎缺少的要素：惯性。